Tag: receptionstudies
Part II: Wicked Women and the Negotiation of Female (Dis)empowerment
“Not only did she dupe me into believing she still loved me, she actually forced me to implicate myself. Wicked, wicked girl. I almost laughed. Good Lord, I hated her, but you had to admire the bitch.” – Nick Dunne Gone Girl, (Flynn 345) [1] The majority of Gone Girl’s masterful storytelling depends on Flynn’s
Part I: Wicked Women, Active Deception, and Narrative Opportunity
Recently, my thoughts have been preoccupied with wicked women. As a student of the humanities – namely, English literature, and even more specifically, Victorian literature, in all its verbosity – whose field of study recognizes the pivotal inextricability of words from complex networks of cultural meaning, contemporary and historical connotations, and critical scrutiny, I
Part I: Female Identity, Representation, and the Inscrutable Self
“There’s been an Awakening in the Force” – but what kind? Feeling the franchise fatigue? It’s understandable. Whether through filmic expansions on original texts – Parts 1 & 2, for your viewing pleasure and box office sales – recalling nostalgia for a past childhood – I’m looking at you, Finding Dory (June 2016!) – or
Teaching Irony and The Office: A Reception Studies Approach
Last academic year, serving as a 2013-2014 HASTAC scholar, I began work on The Pedagogy Project (forthcoming). The HASTAC (Humanities, Arts, Sciences, Technology Alliance and Collaboratory) community asked fellow scholars to submit sample lesson plans or pedagogical strategies. I submitted a lesson that I use when I teach Twin Peaks, and I helped compile and